Nurses' competence in optimising evidence transfer comprises training and skill development, mentorship and supportive leadership, research understanding and confidence, resource sharing and peer support, and access to reputable sources and time constraints¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Synthesised finding 3 aggregated 18 qualitative findings into five categories describing nurses' competence in optimising evidence transfer. → Hietaniemi 2026

Evidence¶

Hietaniemi 2026¶

Hietaniemi, A.‐M., Ylimäki, S., Härkönen, H., Hannila, H.‐M., Tuomikoski, A.‐M., Oikarinen, A., Jansson, M., Pölkki, T., Kanste, O. & Kääriäinen, M. (2026). Nurses' Experiences and Perceptions of Evidence‐Based Healthcare Competence: A Qualitative Systematic Review. Journal of Advanced Nursing. https://doi.org/10.1111/jan.70399

q3 · i? · review · r2

JBI meta‐aggregation synthesising 18 findings from the included qualitative studies into five categories. The review reports that "Nurses' competence in optimising Evidence Transfer was formed by five categories", graded low on ConQual after downgrading for dependability and credibility.

"Nurses' competence in optimising Evidence Transfer was formed by five categories. The categories were: Training and skill development, Mentorship and supportive leadership, Research understanding and confidence in using research, Resource sharing and peer support and Access to reputable sources and time constraints."

Discussion¶

Related Claims¶

• Nurses' competence in enhancing evidence generation comprises research engagement, barriers to research engagement, support systems and mentorship in research, and professional development — related
• Nurses' competence in effective implementation of evidence comprises evaluating and reflecting on outcomes, contextual understanding and analysis, and facilitating and managing change in practice — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related
• Ongoing professional development and mentorship are critical to coaches' growth and confidence in their coaching skills — related
• Training transfer among neurosurgical specialty nurses is an adaptive reconstruction process, not linear replication of training content — related
• Specialty nurses and their managers describe clear role positioning and multidisciplinary support as facilitating training transfer — related
• Nurses' competence in global health comprises foundations of evidence‐based practice, continuous professional growth and evolution, and knowledge gaps and learning barriers — related
• Communities of practice emerged as vital to sustaining GHD capacity, with peer learning, mentorship, and tacit knowledge-sharing complementing formal training — related
• Associations of work experience and age with nurses' EBHC competence are mixed, with both shorter and longer durations and both younger and older age reported as positive — related